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T hey may analyse risk. Many engineers use computers to produce and analyze designs, to simulate and test how a machine, structure, or system operates, to generate specifications for parts, to monitor the quality of products, and to control the efficiency of processes. Most engineers specialize in one or more engineering disciplines. N umerous specialties are recognized by professional societies, and each of the major branches of engineering has numerous subdivisions. C ivil engineering, for example, includes structural and transportation engineering, and materials engineering includes ceramic, metallurgical, and polymer engineering. E

ngineers also may specialize in one industry, such as motor vehicles, or in one type of technology, such as turbines or semiconductor materials. Engineers have obligations to the public, their clients, employers and the profession. M any engineering societies have established codes of practice and codes of ethics to guide members and inform the public at large. E

ach engineering discipline and professional society maintains a code of ethics, which the members pledge to uphold. D epending on their specializations, engineers may also be governed by specific statute, whistleblowing, product liability laws, and often the principles of business ethics. Some graduates of engineering programs in North America may be recognized by the Iron Ring or Engineer’s Ring, a ring made of iron or stainless steel that is worn on the little finger of the dominant hand. T his tradition began in 1925 in Canada with The Ritual of the Calling of an Engineer, where the ring serves as a symbol and reminder of the engineer’s obligations for the engineering profession.

I n 1972, the practice was adopted by several colleges in the United States including members of the Order of the Engineer. Most engineering programs involve a concentration of study in an engineering specialty, along with courses in both mathematics and the physical and life sciences. M any programs also include courses in general engineering. A design course, sometimes accompanied by a computer or laboratory class or both, is part of the curriculum of most programs.

O ften, general courses not directly related to engineering, such as those in the social sciences or humanities, also are required. Graduate training is essential for engineering faculty positions and some research and development programs, but is not required for the majority of entry-level engineering jobs. M any experienced engineers obtain graduate degrees in engineering or business administration to learn new technology and broaden their education. N umerous high-level executives in government and industry began their careers as engineers. Accreditation is the process by which engineering program are evaluated by an external body to determine if applicable standards are met.

T he Washington Accord serves as an international accreditation agreement for academic engineering degrees, recognizing the substantial equivalency in the standards set by many major national engineering bodies. I n the United States, post-secondary degree programs in engineering are accredited by the Accreditation Board for Engineering and Technology.

I n much of Europe and the Commonwealth professional accreditation is provided by Engineering Institutions, such as the Institution of Civil Engineers or the Institution of Mechanical Engineers from the United Kingdom. An engineer’s degree is an advanced postgraduate academic degree in engineering that is conferred in Europe, some countries of Latin America, and a few institutions in the United States. In Europe, the engineer degree is ranked at the same academic level as a master’s degree, and is often known literally as an «engineer diploma» (abbreviated Dipl.-Ing or DI). I n some countries of Latin America and the United States, the engineer’s degree can be studied after the completion of a master’s degree and is usually considered higher than the master’s degree but below the doctorate.

In other countries of Latin America, there is no proper engineer’s degree, but the title of Ingeniero (engineer) is used for bachelor’s graduates in the context of an undergraduate degree.

3.9. PsychologistPsychologist is a professional or academic title used by individuals who are either: — Clinical professionals who work with patients in a variety of therapeutic contexts (contrast with psychiatrists, who typically provide medical interventions and drug therapies, as opposed to analysis and counseling).- Social scientists conducting psychological research or teaching psychology in a college or university;

— A cademic professionals who apply psychological research, theories and techniques to «real-world» problems, questions and issues in business, industry, or government. There are many different types of psychologists, as is reflected by the 56 different divisions of the American Psychological Association (APA). P sychologists are generally described as being either «applied» or «research-oriented». T he common terms used to describe this central division in psychology are «scientists» or «scholars» (those who conduct research) and «practitioners» or «professionals» (those who apply psychological knowledge).

T he training models endorsed by the APA require that applied psychologists be trained as both researchers and practitioners, and that they possess advanced degrees. Most typically, people encounter psychologists and think of the discipline as involving the work of clinical psychologists or counseling psychologists. W hile counseling and psychotherapy are common activities for psychologists, these applied fields are just one branch in the larger domain of psychology. Research and teaching comprise a major role among psychologists.

3.10. C hefA chef is a person who cooks professionally for other people. A lthough over time the term has come to describe any person who cooks for a living, traditionally it refers to a highly skilled professional who is proficient in all aspects of food preparation. Below are various titles given to those working in a professional kitchen and each can be considered a title for a type of chef. M any of the titles are based on the brigade de cuisine (or brigade system) documented by Auguste Escoffier, while others have a more general meaning depending on the individual kitchen. N

ot all restaurants will use these titles as each establishment may have its own set guidelines to organization. S pecialized and hierarchal chef titles are usually found only in fine-dining, upscale restaurants; kitchen-staff members at casual restaurants such as diners are more often called «cook» or «short-order cook» .Culinary education is available from a wide number of institutions offering diploma, associate, and bachelor degree programs in culinary arts. D epending on the level of education, this can take one to four years. A n internship is often part of the curriculum.

R egardless of the education received, most professional kitchens follow the apprenticeship system, and most new cooks will start at a lower-level chef de partie position and work their way up. European training. T he training period for a chef is generally four years, consisting of first-year commis, second-year commis, and so on. T

he rate of pay is usually in accordance with the training status. C ommis chefs are usually placed in sections of the kitchen (e.g., the starter (appetizer) or entrée sections) under the guidance of a chef de partie and are given relatively basic tasks. I

deally, over time, a commis will spend a certain period in each section of the kitchen to learn the basics. U naided, a commis may work on the vegetable station of a kitchen. The usual formal training period for a chef is two years in catering college. T hey often spend the summer in work placements. I n some cases this is modified to 'day-release' courses; a chef will work full-time in a kitchen as an apprentice and then would attend catering college on days off. T

hese courses can last between one to three years. O nce the chef has completed the fourth year in training, they usually graduate to demi-chef de partie or chef de partie. The standard uniform for a chef includes a hat, necktie, double-breasted jacket, apron, houndstooth (check) trousers (to disguise stains) and shoes with steel or plastic toe-caps, or clogs. A chef’s hat was originally designed as a tall rippled hat called a Dodin Bouffant.

T he Dodin Bouffant had 101 ripples that represent the 101 ways that the chef could prepare eggs. T he modern chef’s hat is tall to allow for the circulation of air above the head and also provides an outlet for heat. T he hat helps to prevent sweat from dripping down the face. S kullcaps are an alternative hat worn by chefs. Neckties were originally worn to allow for the mopping of sweat from the face, but as this is now against health regulations, they are largely decorative.

T he chef’s neck tie was originally worn on the inside of the jacket to stop sweat running from face and neck down the body. T he jacket is usually white to show off the chef’s cleanliness and repel heat, and is double-breasted to prevent serious injuries from burns and scalds. T he double breast also serves to conceal stains on the jacket as one side can be rebuttoned over the other. An apron is worn to just below knee-length, also to assist in the prevention of burns because of spillage.

I f hot liquid is spilled onto it, the apron can be quickly removed to minimize burns and scalds. S hoes and clogs are hard-wearing and with a steel-top cap to prevent injury from falling objects or knives.

A ccording to some hygiene regulations, jewelry is not allowed apart from wedding bands and religious jewelry. I f wound dressings are required they should be blue—a colour not usual for foodstuffs—so that they are noticeable if they fall into food. Bandages on the hands are usually covered with rubber gloves.

3. Careers Service. S ocial work in the workplaceThe final form of service delivery in industrial social work is special services. This is a miscellaneous group of services provided to a union or corporation usually via a contract for a limited period of time. E xamples include consultation on personnel matters such as affirmative action procedures, stress reduction courses (some designed for upper management), preretirement groups, and assistance with community service projects. A

lthough Jeanne West’s agency. R esettlement Opportunity Services, Inc., is not typical of industrial social work, it would fall into this service delivery category. Employee assistance programs are staffed by a variety of professional and uncredentialed persons as well as by social workers. P sychologists, nurses, persons trained in personnel work, alcoholism counselors, union stewards, and counselors without formal credentials may all be found in employee assistance offices. I n large corporate or union programs, the working environment may be enriched by or, alternatively, made tense by the presence of a remarkably diverse staff. There is currently a debate within the social work profession as to whether the appropriate entry level for industrial social work is the MSW or the BSW.

A t the present time, the majority of social workers employed by corporations hold master’s degrees in social work. S ince many master’s programs now offer a specialization in industrial social work, built upon a generalist base, some of the more recent MSW graduates will have had this educational preparation.

I ncreasingly, however, baccalaureate social work programs are providing field placements in work settings for students interested in this field of practice. B arbara Shank, in an article in EAP Digest, a well-respected periodical in the held, identified the following routes to career preparation for industrial social work. A concentration in occupational social work at an accredited graduate school of social work. Coursework and field placement in occupational social work at an accredited baccalaureate program in social work. A combined social work/business administration major. A social work major and a business administration minor. All persons entering industrial social work will be expected to engage in continuing education programs and seminars on a career-long basis. Some social workers argue that social work cannot exist in a business environment without compromising its professional ethics and values.

T hese social workers tend to view business and industry as essentially exploitative. O thers believe that coexistence is possible as long as the social worker is very clear about the innate differences in objectives and values between business and social work.

S ocial workers who favor coexistence tend to believe that the profession has too long ignored workers and the ramifications of employment on clients' lives. The fundamental concern about industrial social work is whether the social worker will ultimately serve the employee or the employer. H istorically, social work has been committed to social change and has promoted the well-being of people. W hen dealing with violations of affirmative action, unsafe working conditions, corporate plans to decrease health insurance benefits, and plant relocation or closure, the industrial social worker needs to be especially clear about professional values. «I

n industrial social work, no less than in other fields of practice that appear to constrain options, practitioners must hold fast to their dual commitment to being providers of social services and agents of social change." 10One arena of special concern to both social workers and employees is confidentiality. F or employees, breach of confidentiality could mean the loss of a job or loss of opportunity for advancement. T his concern has led some unions to develop their own counseling programs at the insistence of employees who were reluctant to use the corporation’s employee assistance program. W hile instances of ethical violation of confidentiality are said to be rare, nonetheless social workers need to respond to this concern.

I n particular, social workers should be alert to signs of management misunderstanding or potential mishandling ofconfidential materials. I n contracting with business firms, social workers should be very clear about the boundaries ofconfidentiality. You can get help to gain new skills, find a job or stay in work from a range of organisations, including Jobcentres, careers services and voluntary organisations.Jobcentres. J obcentre Plus is responsible for the national network of Jobcentres. T hese give skilled advice at every stage of your search for a job and make sure you know which benefits or allowances you are entitled to claim. They can also support you if you are concerned about the impact of your disability on your existing job. Your local Jobcentre can help and advise you regardless of your situation — even if you do not have any work experience or if you have not worked for a long time. Disability Employment Advisers.

Y ou and your Jobcentre Plus adviser may decide that getting further specialist advice would be helpful for you. T hey can arrange for you to have an interview with a Disability Employment Adviser (DEA).The Disability Employment Adviser will find out about your abilities and the sort of job that would suit you, then draw up a plan of action with you to help you get a job or go on a training course. Advisers for people receiving incapacity benefitsMost Jobcentres have a specialist adviser who can support you, or refer you to further specialist help, if you are claiming Employment and Support Allowance or incapacity benefits. Pathways to WorkIf you are claiming Employment and Support Allowance or incapacity benefits for the first time, or are claiming again after a break in receiving benefit, you will automatically be considered for Pathways to Work as a condition of getting benefit. Incapacity benefits include: Incapacity BenefitIncome Support on the grounds of incapacityIncome Support while you are appealing against a decision that you are not incapable of workSevere Disablement AllowancePathways to Work can help people who are claiming Employment and Support Allowance or incapacity benefits to start or return to paid work. T he service offers individual support and access to a wide range of help. Work schemes and programmesIf you have a disability that affects the kind of work you can do, you may be eligible to join some of the programmes open to people who have been unemployed for some time. Work schemes and programmes. Work experience placementsA work experience placement can be a great way of trying out a career you are interested in. The Disability Discrimination Act covers people who are on practical work experience undertaken as part of their vocational training. Skill: the National Bureau for Students with Disabilities produces 'Into Work Experience', a guide for disabled people priced from £2.

50. I t includes advice on finding and starting a work placement, an explanation of your legal rights and profiles detailing the experiences of disabled people. T here is also a section for employers. You can buy a copy of the guide in the online bookshop of the Skill website.'Into Work Experience' guide — Skill website Opens new window. Working and receiving disability and incapacity benefitsDisability Living AllowanceDisability Living Allowance is a benefit that can be paid whether you are in or out of work or training, providing you have a level of care or mobility needs which meets the entitlement conditions.

I f you receive Disability Living Allowance and are about to start or return to work, your Disability Living Allowance will remain the same as long as your care and/or your mobility needs have not changed. However, if you are starting or returning to work or training because your care and/or mobility needs have changed and you have not already reported this change to the Department for Work and Pensions, then you must report it so that your benefit award can be reviewed and, if necessary, a new decision made. T his could result in either an increase or a decrease in the amount of Disability Living Allowance you are entitled to. Employment and Support Allowance and Incapacity Benefit — 'Permitted Work’If you receive Employment and Support Allowance or Incapacity Benefit, you may be able to do some limited work.

T his is called Permitted Work. I f you get Employment and Support Allowance or Incapacity Benefit and a wage, this could affect income-related benefits you receive, like Housing Benefit or Council Tax Benefit. Personal learning and careers advice from Next StepIf you’re looking for personal learning and careers advice, contact an adviser and arrange to talk face-to-face. W hether you want to change jobs or learn something new and broaden your skills, you can talk in confidence to an adviser, and plan your next move. T elephone 0800 100 900 to speak to a Next Step adviser or book a free call back from an adviser by following the link below. Help Enterprises is a social enterprise that has a clear and simple objective, «to enhance the lifestyle and independence of people with disabilities».Established in 1968 as a not for profit organisation and registered charity, we operate a diverse range of businesses providing challenging employment for people with disabilities.

T hese businesses support the wide range of services we provide to the disabilities sector. So whether you are someone with a disability looking for help to enter the work force or a business operator needing help, please feel welcome to contact us at Help Enterprises. P eople have been doing that for over Forty Years.III. C onclusionsThis literary review creates the impression that there are a lot of perspectives from which career choice has been approached.

T his review pointed out the many factors that high school students might face as they attempt to construct a career plan and then act upon that plan. T he purpose of this study is to identify the factors that students have used in identifying career choices so that the support teams of those students may better aid in the decision making process. Career choice is a complicated process. T he concept of ‘career' is changing. I t is anticipated thatmost graduates are likely to have 3 or 4 major career changes in their working life.

Y our task at thisstage is to determine what range of job opportunities are appropriate for the next few years, recognising not only that your values, skills and interests may change, but also the types of workavailable may alter in an unpredictable way. Your careers adviser can enable you to explore which factors are important to you. The process choice is affected by experience and purpose. O ne’s experience is limited by the ability to perceive only what the individual is prepared to perceive. O ur purpose also limits our ability to perceive. Career planning is part of what you do when you’re thinking about a new career, or you’d like to progress in the career you are in.

Y ou might be wanting to make a complete change, or just improve where you are at the moment. P lanning needs time, as there are several things to consider. W

hen you are planning, you need to think about: what you can do already, what you’d like to do next, what else you need to learn.IV. B ibliographyBasavage, R. (1996). G

ender-role stereotyping and how it relates to perceived future career choices among elementary school children. U npublished master’s thesis, University of Wisconsin-Stout, Menomonie. How to Make a Media Career? M

aterials of Media Club, organized by Media Reform Centre II «TV-Radio Currier» .- 2004.-№ 1(37).- P. 14−15.O'Brien, T. (1996). A case study of six students in workbound.

U npublished dissertation, University of Wisconsin-Milwaukee.Splaver, S. (1977). Y our personality and your career. N

ew York, NY: Julian Messner. Suppes Mary Ann, Wells Carolyn Cressy (1991).The social work experience: An introduction to the profession. — N.Y. etc.: M

cGraw-Hill. — XVIII. T hout, E. (1969). P

reparation for government employment. U npublished master’s thesis, University of Wisconsin-Milwaukee. — р.

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